scholarly journals The Importance of Simulation Training for Residents in the Specialty of Cardiology

2021 ◽  
Vol 1 (3) ◽  
pp. 133
Author(s):  
O. S. Sergeeva ◽  
A. A. Chursin ◽  
A. V. Podoprigora ◽  
S. N. Boev ◽  
D. E. Boev ◽  
...  

An important feature of the simulation training of residents-cardiologists is that students have the opportunity to hone their skills and abilities in the center as soon as possible, using modern simulators, while in practical medicine this would take a much longer time. Of course, simulation conditions within the framework of simulation training will not completely replace practical experience with real patients, but definitely, this allows you to increase the level of professional training of cardiologists.

2021 ◽  
pp. 096777202110323
Author(s):  
Simon Gray

Dr James Copland (1791–1870) was born in the Orkney Islands and studied medicine at Edinburgh where he graduated in 1815. The following year was spent in Paris to acquire knowledge of the latest developments in pathology and he then travelled for a year along the coast of West Africa gaining practical experience of treating tropical diseases. After establishing his medical practice in London, which eventually became extremely successful, he contributed to medical journals and also became editor of the London Medical Repository from 1822 to 1825. His greatest work was The Dictionary of Practical Medicine written entirely by himself which was completed between 1832 and 1858. More than 10,000 copies of the dictionary were sold and its author became world famous during his lifetime. In 1833, Copland was elected a Fellow of the Royal Society and from 1837 onwards he played a prominent role in the proceedings of The Royal College of Physicians. This article shows how his extensive professional and literary work was combined with an unusual private life.


2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Larysa Gerasymenko ◽  
◽  
Nadiia Morhun ◽  
Nataliia Pavlovska ◽  
Sergiy Marchevskyi ◽  
...  

Special knowledge means specific knowledge, not considered common knowledge, on the phenomena, objects and processes in the surrounding world possessed by a particular group of people. Special knowledge is based on scientific findings and cannot be common knowledge. Special knowledge is acquired through purposeful professional training and practical experience in a particular sphere; they constitute a system of knowledge about specific objects, phenomena and patterns studied within a relevant scientific field.


2021 ◽  
Vol 18 (2) ◽  
pp. 115-127
Author(s):  
Sergei D. Karakozov ◽  
Natalia I. Ryzhova ◽  
Natalia Y. Koroleva ◽  
Elena V. Filimonova

Problem and goal. In the context of digitalization of school education and update of requirements of Federal State Education Standards to implementation of project and research activities of school children the relevance of development of professional training of bachelors of pedagogical education in higher education institutions is substantiated. Methodology. As a summary and systematization of the accumulated practical experience of project-based teaching as well as its scientific and methodological analysis, training of bachelors of pedagogical education for project and research activities based on cross-subject interaction is described. Results. The examples for training of future teachers in project and research activities by use of cross-subject interaction in higher education institution are provided. Conclusion. The need to develop bachelors of pedagogical education - future teachers - in fundamental, technological skills to solve subject and cross-subject tasks using means of digitalization and digital educational resources in the context of professional interaction between subject teachers and computer science teacher is proved.


The article substantiates the relevance of the implementation of the case study method in the educational process of social workers training, as well as explores the methodological features of its development and implementation in the field of social work. The article defines the concept of “case study”, examines the historical aspect of its development, provides an overview of various classifications, offers recommendations on the methodological support of the educational process using the case study method. Article examines intercommunication of “activity” and “competence” approaches in organization of educational process, it assists to get practical experience of future specialists. For this reason, an educational process should be filled with teaching forms and methods to promote forming the practical abilities and skills. The method of case study plays the special role among of them. The first attempts to use this method were observed in practice of charitable organizations at the end of XIX century in the USA for social workers teaching. With a lack of textbooks and methodical manuals for professional training of specialists, the case study became the primary teaching method that included fixation, discussion, diagnostics of the real case of client. With the passing of the time, after development of the plenty specialized social work literature, case study does not lose the actuality and importance in the American teaching process. The article observes different case study classifications offered in scientific literature, namely: classifications of L. Kottrell, R. Stacke, L. Stenhaus, R. Yin. The typology proposed by R. Yin includes analytical (explanatory) and descriptive type of case study. It should be drawn upon and considered as the most suitable for an educational process within the “activity” and “competence” approach. The attention is focused on requirements to teacher qualifications, qualitative and quantitative structure of students group.


Author(s):  
E. A. Bauer ◽  
M. Neigaard

Social work as a sphere of professional activity had formed in Europe by the middle of the XX century, but the experience accumulated in different countries did not result in uniform standard for the social welfare work and professional training. In Russia, social and welfare training is a relatively new training programme (since 1991), which needs to be substantially detailed by theoretical experience and practical recommendations from colleagues from around the world. In these conditions, academic mobility provides an opportunity to enrich the modern system of qualified social and welfare personnel training and expand our understanding of the structure of foreign professional education, as well as technologies, approaches and forms of student training. The authors show that various aspects of student social and welfare professional training are in the focus of domestic and foreign academic interest; two main sources of this problem are identified. The article dwells on the practical experience the students and teachers of Nizhnevartovsk State University and Aabenraa University College South Denmark accumulated through academic exchange. Regulations and statistical data analysis, observations, interviews, discussions and seminars helped to provide the necessary insight into the system of social and welfare training in Denmark. Research material may be of interest to students of Social Work programmes when studying such subjects as ‘Foreign Experience of Social Work’, ‘Social Education Fundamentals’; to teachers when developing bachelor training curriculum; to specialists of institutions when organizing student practical training.


Author(s):  
Sarah Wilesmith ◽  
Andrew Lao ◽  
Roma Forbes

Introduction: Patient education is a fundamental component of effective physiotherapypractice. Current literature suggests that physiotherapists may not be adequately prepared for patient education practice; however, perception of graduate preparedness for professional practice has not been explored. This study aimed to investigate newgraduate physiotherapists’ self-efficacy for practising patient education and explore their perceived preparedness for transitioning into this professional role.Methods: This study utilised a sequential mixed-methods design. New-graduate physiotherapists completed the Patient Education Self Efficacy Scale at the conclusion of their pre-professional training (n = 149). Following entry to the workforce, a randomised sample of 15 of these individuals participated in semi-structured interviews exploring perceptions and experiences of practising patient education. Interview data were subject to framework analysis.Results: Highest scoring self-efficacy items were: understanding the role of patient education and questioning to seek the patient’s perceptions and concerns about their condition. The lowest scoring item was: recognising and effectively managing barriers to effective education. Five themes emerged: (1) patient education is a powerful tool, (2) individualised education is highly valued, (3) decreased confidence when facing complexity, (4) overcoming patient-related barriers is challenging and (5) practical experience is critical for skill development.Conclusion: New-graduate physiotherapists demonstrated high self-efficacy and perceived preparedness in most aspects of patient education. Interview findings corroborated survey results indicating that new graduates perceive difficulty in managing barriers to patient education and are challenged when facing complex situations. Direct experience was perceived as the most beneficial for enhancing self-efficacy and preparedness for patient education.


Author(s):  
Liudmyla Dushyk ◽  
Valentina Mykhaylychenko ◽  
Olexii Tsivenko

It is shown that the use of simulation technologies in the learning process allows medical students to gain practical experience and qualitatively increase the level of their professionalism against the background of the appropriate level of theoretical knowledge. The content of simulation training as an art to imitate reality, the sequence of events and actions or the mental process of training in the quality of medical care to patients is considered. Its advantages and disadvantages are revealed. An analysis of the effectiveness of simulation training with the involvement of a standardized “patient” during the internship by students of the Department of Surgical Diseases. The role of teachers of the department is shown, who observed the behavior of the “standardized patient” and evaluated the results of students’ work according to the scoring system, according to the criteria. A detailed analysis of the training results, a joint discussion of measures aimed at improving treatment and diagnostic tactics and errors were conducted. Methodical recommendations for training have been developed. It is concluded that the method of “standardized patients” is an effective way to gain practical experience of clinical competence and its evaluation. The worldwide spread of this method indicates the need for its intensive implementation in Ukraine.


2017 ◽  
Vol 2 (3) ◽  

Objectives: This is a descriptive study to investigate the clinical ability, learning attitudes, and self-confidence in nursing students after simulation training. Methods: The participants of this study were 54 third-year nursing students in a city in Korea who had never received simulation-based education. Simulation training was conducted during the ‘adult nursing practice’ curriculum in the third year at the beginning of clinical practice, during the 10 hours of ‘surgical system nursing’. The topic of the simulation scenario was ‘nursing care for patients after abdominal operations’. Data were analyzed with SPSS 22.0, using mean, standard deviation, and percentage. Results: The results of the simulation training showed that all the groups were able to perform the ‘hand washing’ items for the clinical ability. In addition, the average score of learning-attitude after simulation training was 4.0 points (out of 5 points). Among the average scores, ‘recognition of my weaknesses and strengths’ averaged 4.4 points, ‘active discussions and opinions shared through debriefing’ averaged 4.3 points, and the lowest scoring item, ‘decreased anxiety in clinical practice’, averaged 3.4 points. The confidence score after the simulation training was 6.5 (out of 10). Conclusions: If simulation training were carried out continuously rather than once, it could help nursing students have confidence in learning attitudes and patient care. In order for nursing students to have practical experience with clinical situations, simulation training needs to be continuous.


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